Keynote Speakers
1. Prof. Concilianus Laos Mbato, M.A., Ed.D.
Short bio:
Prof. Concilianus Laos Mbato, M.A., Ed.D. is Head of the Master of English Education Study Program at Sanata Dharma University, Yogyakarta. His research interests include learning theory, metacognition, self-regulation, and teacher professional development. His educational background spans from Flores to Makassar, South Sulawesi, and he holds a Master’s degree in Applied Linguistics from Griffith University and a Doctorate in English Education from Australia. He is also active as Secretary of the Center for Higher Education Studies (APTIK), an instructor and mentor for the National PPG (School Teacher Training Program), and a facilitator for teacher training.
Empowering Educators’ and Learners’ Metacognition and Ecological Sustainability Awareness in the classroom and beyond through AI-Assisted Learning
Prof. Concilianus Laos M.
Abstract
Metacognition has become an influential cognitive theory for several decades. Metacognitively potent learners have a better understanding of their thinking, emotions, and actions, their strengths and weaknesses, the demands of the learning task, and the strategies to overcome the learning challenges, as indicated by their superiority in planning, monitoring, and evaluating their learning to attain the learning goals. Metacognition is particularly relevant in this era of pervasive technology developments and the digital divide, where unequal access to information often comes with distractions and injustice. While providing the boundless potential for enhanced education and improved learning outcomes, overreliance on AI can stifle educators’ and learners’ critical thinking, problem-solving skills, and creativity, as well as exacerbate the digital divide. More nuanced AI applications in the classroom and beyond will lead to healthy cognitive, emotional, social, and behavioural growth, as well as ecological sustainability awareness. Learners, encultured in an environmental sustainability curriculum that promotes metacognition and self-regulation, will embrace ecologically valued actions for a sustainable future.
2. Professor Dr. Carolus Borromeus Mulyatno, Pr.
Short Bio:
Carolus Borromeus Mulyatno, a professor in the field of philosophy of education, is a doctoral graduate from the Faculty of Philosophy, Urbaniana University Rome in 2003. Since graduation until now, he has been a lecturer in philosophy at Sanata Dharma University. For the period 2022-2026, he serves as the dean of the Faculty of Theology at Sanata Dharma University. His main focus is the development of academic reflections in the field of integral-contextual education. He is also a member of the National Accreditation Board for Early Childhood Education, Primary Education, and Secondary Education for the period 2023-2028.
TOWARDS A HUMANISTIC EDUCATION: EXPLORING THE POTENTIAL OF THE DIGITAL GENERATION
Prof. Dr. C. B. Mulyatno
Abstract
AI is one of the products of digital technology development that has a strong influence on human life. The relationship between humans and technology is characterized as symbiotic, dialectical, and ethical. Humans develop technology not only as a tool for human advancement, but also as a force that shapes how humans think, interact, construct life’s meaning, and affirm their identity. However, the development of digital technology, with algorithms that prioritize content popularity, potentially poses serious threats to critical thinking abilities, ethical responsibility, and communal judgment in achieving meaningful truth. The purpose of this study is to present an analytical description of the potential of the digital generation as a foundation for developing a humanistic and dignified education. Using a hermeneutic phenomenological approach, this research focuses on exploring the potential of digital humans for education that upholds human dignity. The findings of this study reveal that digital humans possess the potential for rapid cross-boundary connectivity, creative collaboration, and dialogical visual-verbal communication. They are adaptive to technological changes, quick to respond to problems, and have curiosity that drives exploration and innovation. For the development of dignified humans, the cultivation of these potentials needs to be directed toward strengthening personal character that embodies virtual solidarity, social concern, collaboration for solving humanitarian problems, and the development of critical-reflective abilities in filtering various information to build a humanistic and dignified digital environment. Education in the technological era needs to reaffirm a humanistic vision to facilitate the holistic and multidimensional growth of the digital generation. Education in the digital era must be oriented toward fostering ethical responsibility, critical thinking, and competence in communal discernment, so that the digital generation may realize a collective life that is just, solidaristic, caring, dignified, and skilled in addressing various social, cultural, and ecological challenges.
3. Univ-Prof. Dr. Zsolt Lavicza (BA, BA, MS, MA, MPhil, PhD)
Short Bio:
Prof. Zsolt Lavicza holds degrees in mathematics and physics from Hungary and completed his postgraduate studies in applied mathematics and mathematics education at the Universities of Cincinnati, Michigan and Cambridge. While teaching mathematics at several universities, he developed a strong interest in researching mathematics education, particularly the uses of technologies in teaching. He had worked on various research projects at the Universities of Michigan and Cambridge, exploring technology’s role in enhancing mathematics learning. Prof. Lavicza has contributed to the development of the GeoGebra community and led global research initiatives on technology integration into education. Currently, he is a Professor of STAM Education Research Methods at the Linz School of Education, Johannes Kepler University (JKU), Austria. He oversees numerous international research projects on technology integration in schools, teaches research methods, and leads the doctoral program in STEAM Education at JKU. Furthermore, he has published over 300 papers in education, serves on editorial boards at several scientific journals
List of Publications:
https://scholar.google.at/citations?hl=en&user=1526ABEAAAAJ&view_op=list_works&sortby=pubdate
http://researchgate.net/profile/Zsolt-Lavicza/
https://www.scopus.com/authid/detail.uri?authorId=35269199400
Innovating in STEAM and Exploring the Future of Learning with Technology and Creativity
Prof. Zsolt Lavicza
Abstract
This presentation outlines the evolving landscape of STEAM education at the Linz School of Education, where technology and pedagogy intersect to spark creativity and deepen learning. With a special focus on mathematics education, we explore how innovative teaching strategies and interdisciplinary approaches foster creative thinking. Key collaborations, including those with the Experience Workshop Movement and GeoGebra, will showcase cutting-edge technologies such as Augmented Reality, 3D Printing, Machine Learning, and Mobile experiments. We will also examine the transformative potential of 3D technologies in enhancing mathematical understanding and bridging the gap between digital and physical learning. Additionally, we will highlight how Big Data can be leveraged to uncover and nurture creative thinking processes. By embracing these advancements, we open new pathways for innovation, collaboration, and the future of STEAM education. Furthermore, I will outline the initiatives and facilities we are developing at Johannes Kepler University. Innovating in STEAM and Exploring the Future of Learning with 3D Printing, AR, and VR
4. Professor Vince Geiger
Short Bio:
Professor Vince Geiger is the Research Program Director for STEM in Education within the Institute for Learning Sciences and Teacher Education at Australian Catholic University. His work is focused on the enabling power of mathematics across the STEM disciplines and as a key capability for critical and responsible citizenship. He sees genuinely informed and engaged citizenship as essential for a socially and environmentally just world. In pursuing this goal his research is focused on the areas of numeracy, mathematical modelling, STEM education, and the role of digital resources in promoting mathematics teaching and learning. This research has inspired over 140 peer reviewed research publications. Vince’s work has been recognised through a number of positions of high international esteem, including President of the International Community of Teachers of Mathematical Modelling and Applications, Editor-in-Chief of Mathematics Education Research Journal, and member of the IPC for ICMI Study 27 on mathematics education and the socio-ecological. He has previously held positions as a member of the expert group for the Programme of International Assessment of Adult Competencies and President of the Australian Association of Mathematics teachers. He is currently leading an Australian Research Council Project on Critical Mathematical Thinking in which he is investigating not only how teachers can foster students’ capacity to solve problems set in real-world contexts but also to support them to consider the social and environmental consequences of proposed solutions.
STEM and Human Flourishing in the Context of AI
Prof. Vincent Geiger
Abstract
Humanity is currently facing many “disruptive” phenomena, including global warming, rising sea levels, and food and energy insecurity. In this presentation I will discuss the implications of such disruptions in the context of AI and what this means for the role of education in Human Flourishing, especially as this relates to teacher preparation. The notion of human flourishing refers to the development of capacities and virtues, as well as a sense of purpose that provide the basis for living a good life. The OECD has identified principles on which Education for human flourishing should be based for a society in which people’s lives have purpose and meaning (OECD, 2024), including Education for human flourishing and artificial intelligence which is aimed at: broadening human capabilities; AI and developing new models for the future; AI and restoring meaning to individual lives. From this background I will draw on four of my recent studies in the STEM education. All have connection to challenges of our time – for which future teachers must be prepared in their role as educators to support young people in developing the capabilities, confidence, and agency to address current and future disruptions in the context of AI.
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